Good Schools Study (GSS)
Recruitment status was Active, not recruiting
Violence Against Children
Behavioral: Good School Toolkit
|Study Design:||Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Prevention
|Official Title:||The Good Schools Study: Cluster Randomised Controlled Trial of a Program to Prevent Violence Against Children in Schools|
- physical violence from school staff [ Time Frame: 2-year follow-up ] [ Designated as safety issue: No ]past week experience of any physical violence from school staff
- child mental health [ Time Frame: 2-year follow-up ] [ Designated as safety issue: No ]score on the Strengths and Difficulties Questionnaire
- educational achievement [ Time Frame: 2-year follow-up ] [ Designated as safety issue: No ]scores on reading comprehension, spelling, mathematics tests
- sexual violence from school staff [ Time Frame: 2-year follow-up ] [ Designated as safety issue: No ]
|Study Start Date:||June 2012|
|Estimated Study Completion Date:||July 2014|
|Estimated Primary Completion Date:||July 2014 (Final data collection date for primary outcome measure)|
Experimental: Good School Toolkit
Schools in the intervention arm will receive the Good Schools Toolkit materials and implementation support.
Behavioral: Good School Toolkit
The Toolkit uses a six step process to create a school wide intervention that engages teachers, students, administration, and parents to reflect on how they can promote quality of education in their school. The Toolkit articulates complex ideas (what is a good learning environment, a good teacher, how to create positive discipline without using violence) through booklets, posters and school initiated learning processes. Specific modules on alternative discipline techniques and how staff can use positive discipline are included in the Toolkit. The intervention includes sessions on knowledge, attitudes and opportunities to practice new behavioural skills. Work is led by teachers and students, and supported by visits from Raising Voices staff. The Toolkit can be reviewed at (http://www.raisingvoices.org/children/good_school_toolkit.php).
No Intervention: Control
Schools in this arm will receive the Good Schools Toolkit materials and some implementation support after the end of the trial.
Violence against children has profound effects on both children's health and their ability to do well at school. Fear, anxiety and injuries caused by violence may play a large role in both children's absenteeism and low educational achievement, and there is increasing interest from large bilateral donors in investigating this link in low income countries. The Good School Toolkit has been developed and refined for 6 years in Uganda by Raising Voices. The toolkit takes a systemic approach, involving an entire school in a process of change to reduce violence and improve teaching techniques. The Toolkit draws on the Transtheoretical Model and incorporates standard behaviour change techniques such as setting a goal and making an action plan, which are effective in modifying behaviour. This study aims to determine whether use of the Good School Toolkit reduces children's experience of violence by school staff. The investigators will also examine the effects of the Toolkit on children's educational outcomes, mental health and well-being.
The investigators will conduct a cluster randomised controlled trial in 40 primary schools in Luwero District, Uganda. More than 3500 children in Primary 5, 6 and 7 will be surveyed (aged about 11-16 years). Half of the schools will receive the Toolkit, and other half will be put on a waiting list to receive the Toolkit at the end of the study. The results from this evaluation will be used to brief policy-makers within the Ministry of Education and Sports involved in developing country-wide policy and practice around violence against children in schools.
Please refer to this study by its ClinicalTrials.gov identifier: NCT01678846
|Multiple, Luwero District, Uganda|
|Principal Investigator:||Karen M Devries, PhD||LSHTM|